Running head: COLLABORATIVE PD 1

Literature Review - Domain F: “Collaborative Professional Development”

Maria Laique

National University
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Abstract

This article describes how one elementary school's professional development model

helped both new and veteran teachers grow in their knowledge and practice of balanced literacy.

Created in partnership between university faculty, school administration, and elementary

teachers, this multifaceted whole-school PD effort enabled teachers to learn in whole-group,

small-group, and individual settings. Significant elements of the PD included learning

conversations, demonstration lessons, book studies, and case studies of readers. In describing

elements of the professional development and particular learning outcomes for several teachers,

the article casts a vision for what is possible in supporting school-wide professional learning for

both teachers and administrators. [ABSTRACT FROM AUTHOR]

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Literature Review – Domain F

Teachers must be lifelong learners, particularly in today’s changing world of ever-

emerging technologies. Professional development allows teachers to develop new skills while

also honing and improving old skills. It allows both new and veteran teachers alike to strive

toward subject-matter mastery. When teachers learn, their students learn, too. Teachers who are

inspired by colleagues and energized by their own learning will make a difference in the

classroom. In addition, when teachers have gained the knowledge about the variety of ways in

which students learn, they are prepared to help each and every student improve and meet their

own potential. In this article titled, “Collaborative Professional Development”, the focus is more

on the benefit on students when teachers collaborate to lesson plan.

Case Study

Hermosa Elementary School, a poverty stricken school is at the center of this study. The

experiment was to see if teachers from this school who receive collaborate professional

development training with other successful schools and their teachers, can have the same impact

on their students as the others schools do. When teachers start coming together for professional

learning communities, department brainstorming meetings or mentoring programs, it becomes

easier to pose questions and share ideas. Regular contact with others who teach the same grade

or subject matter creates a natural and vital outlet for teachers to exchange resources and

techniques. The formal and informal sharing of strategies and experiences keeps everyone

focused on continuous improvement. “Teachers had varied levels of prior knowledge and

experience with this, resulting in varied levels of engagement and understanding.” (Steeg &

Lambson, 2015, p. 474).

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Teachers chose books of their own interest and provided way to help students with guided

reading. First year teachers gave different strategies than veteran teachers, because new teachers

methods were more towards 21 century teaching. Professional development research in recent

years supports collaboration and teacher inquiry into topics and issues happening in teachers'

classrooms.

Conclusion

Unfortunately, Hermosa Elementary School couldn’t see results from this study of

collaborative PD, because many changes overtook this school. “Hermosa underwent further

changes and chose not to maintain this PD model. The principal took a position in another state

and the faculty members who were most involved in the PD retired. The teachers who were

involved in the planning and implementation were moved into district-level leadership positions,

illustrating how leadership often means promotion or change.” (Steeg & Lambson, 2015, p. 478).

Although, one good thing did come out of this study. The teachers who were involved in the

planning and implementation were moved into district-level leadership positions. This proves

that attending professional development not only helps teachers in the classroom with their

students, but it also helps teachers grow and get promoted in their area of study.

References

Steeg, S. M., & Lambson, D. (2015). Collaborative Professional Development. The Reading

Teacher, 68(6), 473-478. doi:10.1002/trtr.1338